Front Matter -- Acknowledgments -- Introduction: Writing Assessment Ecologies as Antiracist Projects -- Chapter 1: The Function of Race in Writing Assessments -- Chapter 2: Antiracist Writing Assessment Ecologies -- Chapter 3: The Elements of an Antiracist Writing Assessment Ecology -- Chapter 4: Approaching Antiracist Work in an Assessment Ecology -- Chapter 5: Designing Antiracist Writing Assessment Ecologies -- Notes -- References -- Appendix A: English 160W's Grading Contract -- Appendix B: Example Problem Posing Labor Process

In Antiracist Writing Assessment Ecologies, Asao B. Inoue theorizes classroom writing assessment as a complex system that is "more than" its interconnected elements. To explain how and why antiracist work in the writing classroom is vital to literacy learning, Inoue incorporates ideas about the white racial habitus that informs dominant discourses in the academy and other contexts. Inoue helps teachers understand the unintended racism that often occurs when teachers do not have explicit antiracist agendas in their assessments. Drawing on his own teaching and classroom inquiry, Inoue offers a heuristic for developing and critiquing writing assessment ecologies that explores seven elements of any writing assessment ecology: power, parts, purposes, people, processes, products, and places.

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In English.

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